TESOL Arabia 2009

1. TESOL Arabia 2009 CLASSROOM MANAGEMENT IMPACT ON ESL LEARNERS’ MOTIVATIONAPresentation By: Ali Ahmed Hussein (Dr) and Mohammad Fawzi M Mohammad (Dr)

2. Contents • Objectives • Rationale • Background (Management Styles) • Data Collection • Results and Discussion • Conclusion • Workshop • Preventive Strategies • Useful Sources

3. OBJECTIVES • Identifying the management problems of the following aspects of classroom management: - Physical Management - Instructional Management - Behavior Management 2. Assessing the impact of these aspects of classroom management on students’ motivation. 3. Suggesting possible preventive strategies for the potential problems of these management styles.

4. Rationale Classroom management and motivation are two key areas in Second Language Learning/ Teaching. In this study , these two areas have been brought together as it is believed that classroom management is one of the major factors that can have direct impact on ESL learners’ motivation in the classroom. Nowadays, the issue of motivation has become increasingly challenging and demanding for English language teachers and educators, as students often discontinue their studies and drop out placing the blame on the syllabus, the teachers, the education system …etc

5. Now, the question is:How can we -as teachers or educators- motivate our students to learn a second language better and hence reduce the attrition rate resulting from low motivation? We believe that efficient classroom management is one of the strongest factors which can enhance ESL students’ motivation. But ,what’s motivation?

6. “motivation is an inner drive or stimulus which can , like self –esteem, be global, situational, or task –oriented. Learning a foreign language clearly requires some or all these levels of motivation” (Brown, 1987 p 115) Motivation is also defined as, “----- a combination of internal and external influences exerted on our thoughts, emotions, and bodies that prompt us to take action and move toward what we believe will be of benefit to us in the short and/or long term”http://wiki.answers.com/Q

7. Depending on the source, motivation can be intrinsic if it stems from within oneself or, extrinsic if it stems from other people( Bailey, cited in Brown ibid p 117) . In this respect classroom management constitutes an important extrinsic source of motivation . In light of this , our study focused on classroom management: first to evaluate its impact on motivation and second to suggest ways to improve its effectiveness in enhancing it. In other words, our aim is to find out how motivation can be enhanced through an extrinsic source which is classroom management.

8. Background What is Classroom Management? In the past, Classroom Management used to have a definition which was restricted only to behavior management as follows: “Classroom management is a term used by many teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students" (Wikipedia, the free encyclopedia) Currently it has a relatively broader definition that covers nearly all major aspects of management. It is “the orchestration of the learning environment of a group of individuals within a classroom setting” ( Education Encyclopedia) In the literature, classroom management has been classified in different styles, aspects or modes. For example, the following aspects of classroom management are identified in the internet site: (http://www.cals.ncsu.edu/agexed/leap/aee535/Management.ppt#257,2,Classroom Management

9. Classroom management refers to the procedures a teacher follows in controlling the learning environment. • The focus of classroom management is on maximum use of learning time for students. • Classroom management is not the same as discipline. Discipline is a subset of classroom management. The terms are often misused to mean the same thing.

10. Needless to say , the issue of motivation in learning a second language constitutes a major concern for English language teachers worldwide . It is believed that good classroom management can play a significant role in this respect.

11. Pictures

12. Pictures

13. This presentation is basically intended to create an awareness and understanding of this important issue which has direct effect on the teaching/ learning of ESL i. e. classroom management and its inevitable impact on students' motivation in learning a second language. Thus it will focus on the major three aspects of classroom management which include (according tohttp://eric.ed.gov/).

14. 1) Physical Management This part deals with creating a physical environment conducive to learning, maintaining records, and handling non-instructional tasks. This includes issues such as group size, classroom furniture, air-conditioning ..etc

15. 2) Instructional Management This contains the diagnosis of learning styles, teaching skills, learning strategies, mainstreaming, teaching multicultural students . Instructional management approaches student behavior based on the assumption that strategies for teaching and managing social behavior are not different from strategies for teaching subject matter. By their very nature classroom and behavior management procedures are instructional and designed to impart information on how to behave. The following issues will be considered: (a) teaching methodology (b) group work (c) use of appropriate technologies (d) open discussions (e) debates

16. 3) Behavior Management This aspect focuses on behavior modification and student motivation. It incorporates the essential features of classroom organization, management and discipline. It provides information to help teachers establish effective classroom management systems. It emphasizes the importance of planning and addresses decisions teachers must make in the typical classroom, e.g., arranging physical space, choosing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, using good communication skills, dealing with problem behavior, and managing special groups. In this respect, the following management issues will be discussed as part of the questionnaire results:

17. (1) Organizing classroom and materials (2) Choosing rules and procedures (3) Managing student work (4) Planning and conducting instruction (5) Maintaining appropriate student behavior (6) Communication skills for teaching (7) Managing behavior problems (8) Managing special groups (Adapted from: ERIC Education Resources Information Center (http:// eric.ed.gov/)

18. Data Collection The impact of each of the three aspects of classroom management on motivation was assessed separately and collectively as well to find out the various types of effects they might have on students' motivation as perceived by 30 teachers of the English Department , Foundation Program , Qatar University by completing the following questionnaire in Fall 2008. The questionnaire was piloted and validated by three external reviewers. The questionnaire included 23 items distributed as follows: physical management 5 items, instructional management 6 items, and behavior management 12 items.

19. Results and Discussion Physical Management

20. RESULTS SUMMARY • Physical Management The following physical management issues have impact on ESL learners’ motivation in different ways • Group size: The majority of teachers (91%) agreed that large groups are difficult to manage and so can have negative impact on students’ motivation. • Seating/ furniture: Teachers need to find the best way of seating that helps motivate their students and in this respect most of them think that fixed furniture in the classroom may not help with this and so mobile furniture is preferable. 3. Laptops/ AC's: The majority of the teachers’ surveyed believe that the use of laptops in class can be motivating if it is done according to teacher’s instructions, otherwise it will be disruptive and the same applies to the adjustment of the air-conditioners in the classroom.

21. Instructional Management

22. RESULTS SUMMARY 2) Instructional Management • All of the following aspects of classroom Instructional Management turned out to be extremely motivating to ESL students. Most of them received more than 80% agreement from the sample of teachers surveyed as seen in the table above • Teaching methodology • 2. Group activities • 3. Use of appropriate technologies • 4. Use of open discussions/ debates • 5. Encouraging students to ask relevant questions whenever they want

23. Behavior Management

24. Behavior Management

25. RESULTS SUMMARY 3) Behavior Management • Disruptive students Mostteachers seem to disagree on sending out disruptive students without any discussion (65%) whereas 19% agree . Interestingly 18% were neutral to this probably they think that discussion with the disruptive students may be necessary before taking a decision. 2.Late submission of assignments A little over half of the sample surveyed (51%) would not accept late submissions. Only 19% would accept . Again 30% were neutral as they may wish to consider the reasons behind late submissions before to decide to accept or not. 3. Warning Students Just a little over half of the teachers(51%) agree to the fact that they do not like to caution/warn a student in front of the class lest that might hurt his/her feelings. Only 23% do not mind doing that. Again nearly third of the teachers(26%) were undecided on this particular issue. 4. Explaining rules and decisions An overwhelming majority of teachers always try to explain to students the reasons/ rationales behind their rules/ decisions

26. 5. Students’ request to leave the room when the class is in progress On this issue , there seem to be no clear consensus , In other words teachers differed on accepting students requests to leave the class without asking for reasons although there was 43% who disagree . 28% agreed to allow students to do so. 295 were undecided 6. Late arrivals and excuses 54% of the teachers will accept excuses from students who come late to class whereas only 6% will not accept any excuses. 40%, however, were neutral which means they may/may not accept excuses or they may probably let students in without asking for excuses 7. Teachers’ reactions to students’ inappropriate behavior 64% will react quickly and assertively and 33% were undecided on this 8.Teachers’ reactions to students’ drinking tea/coffee during class No clear consensus on this issue: 32% don’t mind, 42% don’t allow that and 26% were undecided

27. 9. Allowing students to use cell phones during class A considerable majority of teachers (75%)disagree to this, 9% don’t mind allowing students to use cell phones in class and 16% were undecided. 10. Students’ motivation is more important than classroom management 45% of teachers disagreed and thought that classroom management is more important, 29% had the opposite view and 29% were neutral 11. Teacher’s awareness of students’ culture has impact on students’ motivation There seems to be a consensus on this issue: 80% of the teachers considered cultural awareness affects students’ motivation 12. Imposing rules on students helps/ does not help motivation 47% Does not help motivation 23% Helps motivation 30% Undecided

28. CONCLUSION The following general conclusions can be drawn from the presentation: • Classroom management in general and ESL learners’ motivation are closely related. In most cases this relationship can be described as “reciprocal” • Three main management styles have been selected for evaluating their impact on ESL learners’ motivation: Physical, Instructional and Behavior • For this a 23 item questionnaire was completed by 30 faculty members at the English Department, Foundation Program, Qatar University (Fall 2008) • The 23 items were distributed as follows: Physical: 5 items Instructional: 6 items Behavior : 12 items

29. All the five items included in Physical Management Section ( large groups, students’ seating, fixed furniture, students’ use of laptops and use of AC’s) can cause classroom management problems and consequently lead to low motivation . So these issues need to be handled in such a way they create positive impact on students’ motivation • Similarly, there was an overall consensus among the 30 teachers on the six items surveyed in the Instructional Management Section (teaching methodology, group activities, use of appropriate technologies, use of open discussions/ debates and encouraging students to ask relevant questions whenever they want) that all these issues have positive impact on enhancing ESL learners’ motivation • Teachers , however, differed / disagreed in many of the 12 items surveyed in the Behavior Management Section as follows:

30. Areas of agreement 1. Explaining rules and decisions 2. Teachers’ reactions to students’ inappropriate behavior ( react quickly and assertively ) 3. Teacher’s awareness of students’ culture has impact on students’ motivation . B No consensus Areas 1. Sending out disruptive students without any discussion 2. Whether or not to accept late submission of assignments 3. Warning a student in front of his/her classmates 4. Allowing students to use cell phones during class 5. Students’ motivation is more Important than classroom management 6.Imposing rules on students helps/ does not help motivation 7. Whether or not teachers accept excuses from students who arrive late to class

31. Presentation Workshop

32. Preventive Strategies In light of the results and conclusions of this study, we recommend the following preventive strategies: 1. Avoid warning a student in front of his/her classmates. This can be humiliating and may affect the level of motivation needed in the classroom. 2. Always encourage/reward positive behavior in the classroom in order to motivate all students to get involved in classroom activities. 3. Take a sep-by-step approach with a disruptive student: verbal warning, written warning, meeting with the head dept, etc. 4. “ Remember that you were once a student. Think before you act. Take a deep breath if necessary before saying or doing anything you might later regret.” ( Rodriguez, L : P4)

33. On the whole ,these suggested preventive strategies are intended to achieve the goal of classroom management which is to maximize academic learning time! This is done by: • Well-prepared learning activities (good lesson plans) • Established procedures for routine activities such as distributing and collecting materials from students. • Minimal disruptions due to misbehavior. • Close monitoring of student work with appropriate feedback. (http://www.cals.ncsu.edu/agexed/leap/aee535/Management.ppt)

34. Useful Sources 1. Brown, H.D (1987); Principles of Language Learning and Teaching. San Francisco University 2.. Classroom Management (n.d.) Retrieved January 7, 2009, from Education Encyclopedia, www.Questia.com 3. Classroom Management (n.d.) Retrieved January 12, 2009, from http://en.wikipedia.org/wiki/Classroom_management 4. Classroom Management Resources for Teachers These resources were compiled by the secondary school educator guide at About.com. http://7-12educators.miningco.com/education/7-12educators/msub49.htm?pid=2812&cob=home 5. Discipline and Classroom Management These resources were compiled Middleweb, a resource for middle school teachers. http://www.middleweb.com/1stDResources.html#anchor14666257 6. HERZBERG, Frederick and et al. (1993). The Motivation to Work. New Jersey: Transaction Publication.

35. 7. Managing Inappropriate Behavior in the Classroom (n.d.) Retrieved January 8, 2009, from http://www.ericfacility.net/ericdigests/ed371506.html’, http://www.eduref.org/Eric/adv_search.shtml. Eric Digest 8. Rodriguez, L (2008) Classroom Management. Retrieved January 10, 2009, fromhttp:www.4faculty.org/inckudes/108r2.jsp 9. Teacher Talk - What is Your Classroom Management Profile? This quiz will help you determine your style of classroom management. Includes four categories: Authoritarian, Authoritative, Laissez-faire, Indifferent htt://education.indiana.educas/tt/v1i2/what.html 10. Techniques for Better Classroom Discipline: Suggestions for achieving effective group management and control http://www.honorlevel.com/techniques.html .

36. The End Any Comments…. Questions?? Thank you for your time and interest E-Mail Addresses: ahussein@qu.edu.qa mfawzi@qu.edu.qa